UNVEILING RELATIONALITY: RETHINKING THE HISTORY OF EDUCATION IN NORTH AMERICA
Abstract
This study aims to unveil the concept of relationality and its implications for rethinking the history of education in North America. Relationality emphasizes the interconnectedness and interdependence of individuals, communities, and institutions in the educational landscape. The abstract explores the historical narratives and discourses surrounding education in North America, highlighting the need to critically examine the dominant narratives and uncover the relational dimensions that have often been overlooked. Through a comprehensive analysis of archival documents, historical texts, and educational policies, this study investigates the historical dynamics of relationships within educational systems, including the interactions between students, teachers, administrators, families, and communities. The findings shed light on the significance of relationality in shaping educational practices, policies, and outcomes in North America, contributing to a more nuanced understanding of the historical complexities and challenges within the educational landscape.
Keywords
Relationality, history of education, North AmericaHow to Cite
References
Biesta, G. (2017). Education and the democratic person: Towards a political conception of democratic education. Routledge.
Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.
Gutiérrez, K. D., & Rogoff, B. (2003). Cultural ways of learning: Individual traits or repertoires of practice. Educational Researcher, 32(5), 19-25.
Lee, V. E., & Bryk, A. S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62(3), 172-192.
Nasir, N. S., & Hand, V. M. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76(4), 449-475.
Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’ or ‘standing out’: Working‐class students in UK higher education. British Educational Research Journal, 36(1), 107-124.
Sleeter, C. E., & Grant, C. A. (1999). Race, class, gender, and disability in current textbooks. Review of Educational Research, 69(3), 277-320.
Taylor, E. W. (2013). Transformative learning and identity. Routledge.
